小学英语全英说课稿模板Word下载.docx
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小学英语全英说课稿模板Word下载.docx
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2.教学对象(根据不同年级的学生,描述其特点)
Secondly,itisaboutthestudents.
OurstudentsareinGrade
Theyareactiveandcurious,interestedinnewthings.
AfterlearningEnglishforyears,theyhavesomebasicEnglish
backgroundknowledge,sotheteachershouldattachimportancetothe
communicationwiththem,providingthemthechancesofusinglanguage.
TheyhavelearntEnglishforyears,andhavealreadyknownItisnotdifficultforthemtounderstandandusethelanguage3.教学目标(根据具体内容定目标和要求)
So,Isetthefollowingaims.
Bytheendofthelesson,studentswillbeabletoread,recognize,anduse
thesewords:
And,thesesentences:
Bytheendofthelesson,
Sscanunderstandtheandgetusefulinformationfromthethrough
attentivelistening/reading.
SsareabletotalkaboutSscanusetogivesuggestionson
Ss’abilitiesoflisteningandspeakingwillbedeveloped.
(Affect;
Learningstrategies;
culturalawareness.)
Inthislesson,theemotionalaimis
tohelpstudentscultivateandfostertheirabilitiesofworkingin
groups.
tofosterSs’consciousnessofgood-cooperationandproper
competition.
tohelpSscultivatetheirabilitiestoanalyzeandsolveproblems
independently.
tofosterSs’initiativeandcreativeness.
tohelpSstorecognizeandidentifythedifferencesbetweenChineseandEnglishculturesontohelpSsknowsomeandcomprehendthe
tomakesurethatSscanuseCorrectly
skillfully.
todevelopSs’interestinEnglish.
Thedifficultpointis:
Thepronunciationof教法学法
Fourthly,ittalksaboutteachingmethods.
and
Inthislesson,Iwillmainlyuse“Task-basedteachingmethod”,
“Communicativelanguageteachingmethod”and“TPRteachingmethod”,
andsoon.
4.教学过程
①具体steps根据具体内容定;
②板书steps+purpose说明;
③如有可能,同时完成layout设计;
Next,let’sfocusontheteachingprocedures.
Iwillfinishthelessoninsteps.
Itwillcostaboutmins.
AftergreetingwiththeSs,IwillbeginthelessonbysingingthesongtogetherwiththeSs.
Purpose:
ThepurposeofthisistoformabetterEnglishlearningsurroundingfor
theSs,and,atthesametime,itprovidessituationstoreviewthelearnt
knowledge
forthenextstep.
Itwillcostaboutmins.
WiththehelpofthePPT,IsetasituationofbytostimulatetheSs’interestofthelesson.
ByplayingthePPT,IAndthen,(板书layout)
Thepurposeofthisistopresentthenewwordsandsentencesinthe
situation,whichrelatestotheSs’reallifeexperiences,tohelptheSs
understandthelanguageeasilyandnaturally.
Afterpresentingeachnewword(bytheguessinggame),Iwillimpartthe
knowledgeofpronunciationrulesinteachingthenewwords.
ItiscalledPhonics.
ItcanfacilitatetheSs’abilitiestopronouncethewords,andhelpthemto
rememberthespellingofthewords.
(机械上口;
有意义操练;
let’sdo;
课文对话表演;
)
Itwillcostmins,including
篇二:
小学英语说课稿(全英版)
①Goodafternoon,LadiesandGentlemen!
MynameisWuDan.IcomefromTanggangziSchool.IamverygladtobestandinghereandtalkingaboutLesson10,whichisfromFunwithEnglishBook3Unit2.
Myteachingreportincludesfourparts.Part1Toanalyzethebook
are3unitsinBook3.ThisisLesson10.Thecentralitemishowtomasteranothersentencetoexpress“What’sthetime?
”andhowtobuysomething.Using“What’sthetime?
”hungry,cakes,breadandsoon.We’llstudyanddrillthesentencesandtheword’spronunciation.
2.Accordingtotheteachingoutlineandcombiningthestudents’situation,Imaketheteachingaimsofthislessonasfollows.
a.Thefirstistheaimofknowledge.
It’stolearnandmastertwosentences.Whattimeisit?
Iamhungryandthenusingthemtoexpressthetimeandgoshoppingfluentlyandfreely
b.Thesecondistheaimofabilities
Thecreativespiritisquiteimportanttothestudents.SoIwillpaymuchattentiontotrainitinmyclass.Otherwise.Iwilltrytotrainthestudentslistening,speaking,readingandwritingabilities,MainlyimprovetheircommunicativeabilitiesandencouragethemtospeakmoreEnglish.
C.Thethirdistheaimofemotion
Makethestudentshavesuccessfulfeelingandachievement.AndmakethembeinEnglishstudy.points
Thefirstistomasterandusethetwosentences.Whattimeisit?
I’mhungry.Thesecondistomastertheusageofthewordshungry,cakesandbread.points.
It’sthepronunciationofthetwowords.hungry,cakes,andhowtousethemfluentlyandfreely.Part2.Teachingandlearningmethods
Makethestudentstakepartinclass.Askandanswerinpairsandgroups.I’llusecommunicativemethod,discussingmethodandseeingandhearingmethodtoteachthislesson.
Part3.Teachingaids.
Inordertointerestthestudents.I’lluseaclock,recorder,cardsandsomefoodasmyteachingaids.Part4.Teachingprocedure.
Step1Revision
Beforemyclass,I’llgetthestudentstosinganEnglishsongtokeepthemselvesrelax.ThenI’lluseaclocktoactit.What’sthetime?
What’sthetime?
It’seighto’clock.I’llshowthreenumbers.WhenthestudentsanswerIt’steno’clock.I’llsay:
It’sten.Todaywe’lllearnLessonTen.ThenI'
llputtheclockontheblackboard.
Step2Presentationanddrill
FirstI’llpointtotheclockandask,whattimeisit?
StudentsanswerIt’sten.ThenIgoonmovingthe
handsandask.Whattimeisit?
Studentsanswerquickly.
SecondI’lldrillthesentencesWhattimeisit?
It’s-----.pairsinpairsorrowbyrow.
ThirdWhenthestudentsanswerIt’s12:
00o’clock.I’llpointtomystomachandsay.OhI’mhungry.andI’lleatacake.ThenI’llgoonsayingI’mhungry.andI’lleatanothercake.I’llactitfourorfivetimes.ThenIaskastudenttoactit.I’mhungry,too.I’llsaytwocakes,please.andthesentences.I’mhungry.Twocakes,please.
Forth:
Listentothedialogueandanswermyquestions.
timeisit?
manycakes?
Step3Consolidation
I’lltrainthecreativespiritofthestudents.
I’llgivethemthreeplease.Toactthedialoguefreely.Firstatthe219Park,secondfruitshopThirddepartmentstore.
Encouragemystudenttothemarkettobuysomethingwithhisfriendsorparents.
②Goodmorning,everyone!
Today,I’llsaysomethingaboutUnit9PartAinBook4ofOxfordEnglish.
Backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceoftheSs,thepicturesareactiveandvivid.GradefouristheinitialstageofEnglishlearning,soitstressesontheemotionoftheSs,createsawellbeginningfortheSs.ThisUnithas7parts,we’lllearnPartAmainly,itembodiestherepeatingcharacterize.Reviewthelearnedlanguagepoints“Where’s…”andthenewlanguagepointswillberepresentedinthefollowingunits.Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.
Thecontentofthisperiodistouse“Where’s\are…”todeterminetheplace.AndaccordingtothecontentsandthefactoftheSs,Iestablishthefollowingthreeteachingaimsofthisperiod:
Thefirstone:
studentscanlisten,read,sayandspellthefollowingwords:
aglass,afridge,anegg,breadandatable.
Thesecondone:
studentscanlisten,read,sayandwritethefollowingdailyexpressions:
What’sforbreakfast?
Havesomejuicethen.
Thethirdone:
studentscanlisten,read,sayandwritethefollowingsentencepatterns:
Where’s\Wherearethe\my…
It’s\They’re…
There’sno…in\on\near…
Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“Where’s\Whereare…andThereisno…in\on\near…”intheirdailylifecorrectly.
AndIwillusesomepictures,wordsandsentencecards,ataperecorderandthemulti-mediacomputertohelpmeachievetheaims.
Thetask-basedmethod,communicatedmethod,groupcooperatemethodwillbeusedinthisperiod.Toaccomplishtheaims,Idesignthefollowingsteps:
Step1Songsandthegamearouserstheemotion.
InordertoattracttheSs’attentionandconstructanatmosphereoflearningEnglish,IletthestudentssingsomeEnglishsongsandplaythegame“Simonsays”.Atthesametimethegamecanreviewtheprep,servetheknowledgeasfoilandconsisttheappearanceoftheknowledge.
Step2Changeclasstolife,happytosay.
Thesubstanceoflanguageiscommunicationandtheenvironmentofcommunicationislife.SowhenIpresentthesentencepattern“What’sforbreakfast?
”Ifirstshowaclocktoelicitthetimeforbreakfast,teachthesentence.Thenshowmyownphotoofhavingbreakfast,Ssaskandguess.InthiswayIcanattractSs’attention,encourageSstoaskQswiththenewknowledge.
MostoftheSshavelearntthesentencepattern:
Where’s…?
soIdesignataskforSstohelpHelenfindthefoodanddrinksforbreakfast,andteachthenewlanguagepoints:
Whereare…?
They’re…Meanwhilestickthe
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